Using collaborative learning in dental education

Kleffner, John H.; Dadian, Taline

doi:10.1002/j.0022-0337.1997.61.1.tb03113.x

Cited by 7 publications

(3 citation statements)

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“…Because the nature of special care is multidisciplinary, collaborative learning is a key tool for addressing the multifaceted concepts of individuals with vulnerabilities and disabilities. 20,21 In the line of the development of a creative and entrepreneurial attitude in the students, the curriculum also includes digital dentistry as a basis for contemporary dental practice. Principles of use, adaptation, and viability analysis of new technologies in dentistry are applied in the clinical situations of vulnerable patients, including those with chronic systemic disturbances.…”

Section: Discussionmentioning

confidence: 99%

“…At the same time, this model obligates the adoption of active learning methodologies for the development of not only high‐level cognitive skills (critical, creative, and analytical knowledge), but also attitudes such as teamwork, decision making, motivation, effective communication with all community members, leadership, innovation, and entrepreneurialism. Because the nature of special care is multidisciplinary, collaborative learning is a key tool for addressing the multifaceted concepts of individuals with vulnerabilities and disabilities 20,21 …”

Section: Discussionmentioning

confidence: 99%

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Special care in dental curriculum: A transversal axis for integrating oral health with systemic health

Bezinelli

Eduardo

Palacio

et al. 2022

Special Care in Dentistry

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AimsDistance between dentistry and medicine is a traditional and historical obstacle that affects multiple levels of the health system, especially the health policies to improve health service quality. Changes in dental education, especially involving the adoption of integrative health models in professional development, are considered essential for reducing this gap. We aimed to show a dental curriculum focused on special care as a tool for medicine‐dentistry integration.MethodsIn this study, we present a new proposal for an undergraduate dental curriculum in which topics related to special care are addressed transversally and are the core for interdisciplinary integration of oral health with systemic health. We also describe how themes related to dental home care and hospital dentistry were included in this course as basic professional competencies.Results and ConclusionThis initiative is aligned with the global trend to adopt educational systems that contribute to the reduction of health care inequalities and improve health service quality.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Special care in dental curriculum: A transversal axis for integrating oral health with systemic health

Bezinelli

Eduardo

Palacio

et al. 2022

Special Care in Dentistry

View full text Add to dashboard Cite

show abstract

“…According to the literature, interactive learning aids the student in acquiring information and retaining it for a prolonged period. It also activates students’ creative thinking and analytic and syllogistic skills, allowing them to make reasonable decisions in any situation in order to develop the most acceptable models of thinking, action, and communication [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Comparison of Interactive Teaching in Online and Offline Platforms among Dental Undergraduates

Veeraiyan

Varghese

Rajasekar

et al. 2022

IJERPH

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In recent years, the educational system has focused more on the holistic development of an individual. Modern technology has changed the educational environment to provide students with better academic opportunities. Along with the education system, teaching techniques and learning tools have also changed with digital evolution. This research was undertaken to assess the academic performance of interactive teaching methods in offline and online platforms in Periodontics among BDS undergraduates at a dental college in India. This prospective study was conducted among 49 students: Group I (n = 24, online class through Zoom) and Group II (n = 25, offline classes). The subject was divided into three modules and was covered in one week. The topics covered, teaching methods, lectures, and activities were similar for both groups. A formative assessment mark was obtained from written tests during the module, whereas the summative assessment mark was recorded from exams conducted towards the end of the module. In the results, a statistically significant difference was not observed in terms of formative assessment between Group I (77.88 ± 12.89) and Group II (77.80 ± 16.09) (p = 0.98). In addition, a statistically significant difference was not observed in terms of summative assessment between Group I (80.54 ± 8.39) and Group II (80.28 ± 11.57) (p = 0.93). Overall, this study suggests that interactive teaching methods in both offline and online platforms in Periodontics showed equivalent performance by the undergraduate dental students.

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Relationship Between Small Group Problem‐Solving Activity and Lectures in Health Science Curricula

Patel

Arocha

Branch

et al. 2004

Journal of Dental Education

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Components of problem-based education, such as small group teaching, are being implemented in diverse health curricula. Implementation, however, is often motivated by the intuitive appeal of many problem-based learning components, when what is needed is the detailed examination of how these components support students' integration of knowledge as well as continuity of their learning experiences. This study presents an investigation of the relationship between lecture and small group teaching (SGT) in a medical curriculum. Four problem-oriented SGT sessions representing diverse topics in the first-year curriculum and their corresponding lectures were videotaped and analyzed using techniques of concept mapping, where the broad concepts from the lectures were identified and matched to the case-specific concepts in the small group sessions. The results show that lectures function as an anchor for the students' discussion of issues relevant to clinical problem-solving and interventions in small group sessions. These discussions extended to contextual aspects of clinical practice that were not dealt with in the lectures, such as ethical/cultural issues around the treatment of patients. Furthermore, small group environments were found to promote discussions that allowed the integration of information from different sources and encompassed concepts across a number of disciplines. These results suggest that carefully designed small group sessions serve the purposes of 1) illustrating broader concepts in lectures to case-specific, clinically relevant problem-solving and 2) promoting knowledge integration from diverse sources of information. The implications of these results for learning and reasoning in health science curricula are discussed.Dr. Patel is Professor and

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Using collaborative learning in dental education

Cited by 7 publications

References 0 publications

Special care in dental curriculum: A transversal axis for integrating oral health with systemic health

Special care in dental curriculum: A transversal axis for integrating oral health with systemic health

Comparison of Interactive Teaching in Online and Offline Platforms among Dental Undergraduates

Relationship Between Small Group Problem‐Solving Activity and Lectures in Health Science Curricula

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